Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do

By C. Steele. 2011

570 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a1941eca4332fab8198ab70bf1b11d5081c3c2f4

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Citations in the corpus

Race and Belonging in School: How Anticipated and Experienced Belonging Affect Choice, Persistence, and Performance (2015, background): “Stereotype threat theory (e.g., Steele, 2011; Steele et al., 2002) highlights the role that belonging to a stigmatized group plays in our lives.”
Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education (2019, background): “Such identity-related stress impacts cognitive performance in the short term (Steele, 2011), and in the longer term has been linked to premature aging of the brain and body (G. H. Brody, Yu, Chen, Beach, & Miller, 2016; Miller, Yu, Chen, & Brody, 2015).”
Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement (2017, background): “…(Goffman, 1963; Link & Phelan, 2001; Major & O’Brien, 2005), form the basis of discriminatory treatment and stereotypes—culturally shared descriptions of the character and characteristics of people with these attributes (Oyserman & Fisher, in press; Snyder, Tanke, & Berscheid, 1977; Steele, 2010).”
Ability and Mathematics: The Mindset Revolution that Is Reshaping Education. (2013, background): “Indeed mistakes, like ability grouping, are aspects of learning in which research and practice are severely misaligned (Steele, 2011).”
“I’m Not a Science Nerd!” (2018, background): “For example, a common stereotype about Black and Latino men is that they are less intelligent (which is incongruent with the genius stereotype) and that they are attractive sexual partners (which is incongruent with the nerd stereotype; Steele, 2010).”
Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion (2020, background): “Additionally, instructors need to consider identity threat (Steele, 2011) and how it may affect class participation and the related grade, as certain students may participate less due to this threat.”
Connecting Universal Design for Learning With Culturally Responsive Teaching (2018, background): “Multiple means of engagement provide options for • • Recruiting interest • • Sustaining effort and persistence • • Self-regulation • • Designs assignments that allow students to construct knowledge and make meaning of their world • • Use examples and analogies from students’ lives (Villegas & Lucas,”
The Impact of Racism on Child and Adolescent Health (2019, background): “Internalized negative stereotypes related to race can unconsciously erode self-perception and capacity and may later play out in the form of stereotype threat or the fear of confirming a negative stereotype of one’s race.(91) Stereotype threats can undermine academic and vocational attainment, key d”
Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis (2020, background): “Stereotype threat is a situational predicament in which a person feels at risk of confirming a negative stereotype (e.g., unintelligent, bad at mathematics, and not athletic) about a group of which that person is a member (Steele, 2010).”
The Times They Are a-Changing … or Are They Not? A Comparison of Gender Stereotypes, 1983–2014 (2016, background): “Workplaces also need to be considered for the possible gendered cues that they emit, as those cues not only provide a climate in which stereotypic judgments are more likely but also create threats to identity that can discourage women and men from entering a particular field (Steele, 2011).”
Experimental Evidence on Teachers’ Racial Bias in Student Evaluation: The Role of Grading Scales (2020, background): “Biased evaluations may also produce stereotype threat (Steele, 2011), which negatively affects students’ short-term performance and their learning over the longer term (Taylor & Walton, 2011).”
Implications for educational practice of the science of learning and development (2019, background): “…confidence in students’ abilities, for example, have been shown to support students’ achievement (Ladson-Billings, 2009; Nieto, 2002) and to counteract stereotype threat the social identity threat that occurs when someone fears being judged in terms of a group-based stereotype (Steele, 1997; 2011).”
Messages about brilliance undermine women's interest in educational and professional opportunities (2018, background): “In addition to this prototype matching mechanism, it is possible that stereotype threat (e.g., Emerson & Murphy, 2015; Spencer, Steele, & Quinn, 1999; Steele, 2013) is also involved in the effects of messages about brilliance.”